Breakdancing is the latest sport to be added to the Olympic games. Breaking is an athletic dance style incorporating acrobatics, dance moves, and freestyle footwork. It was first performed on New York City streets in the 1970s, typically to hip hop music. Some say becoming an Olympic sport could cause breaking to lose its character as it moves farther away from its urban roots. But it might also inspire a new generation of young breakers. Listen to hear a veteran breakdancer’s response and then debate: Should breakdancing become an Olympic sport?

Transfer your written responses from yesterday to this Google Form.

Read “'Following Phineas Gage” from Phineas Gage.

Answer the multiple choice questions.

“He” and “she” are useful pronouns for referring to people in many situations, but they are not suited for every occasion. Multiple options are now available as the English language continues to evolve, including the singular “they.” Experts say the search for gender-neutral pronouns dates back hundreds of years, when people wanted an inclusive pronoun to refer to gender-neutral nouns such as “person” or “writer.” Listen to learn more about the history of gender-neutral pronouns and hear a language expert’s views on choosing which to use.

How can a political leader impact an entire nation?

Take the quiz and hand in by midnight on November 20.

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Lesson Objectives
Reading: Students will compare and contrast descriptions of the same setting from two moments, selecting specific details from each moment to analyze how the writer conveys the atmosphere and the narrator's state of mind.
Writing: Students will select and connect text details from each setting description to develop a claim about Ji-li's state of mind in each moment in the memoir.

Students read two passages from Red Scarf Girl and then answer multiple choice questions.

Take your Unit 2 assessment.

Please complete all activities for Unit 2. We will check our answers in class on Thursday, November 12. We will have as assessment on November 13.

Reading: Students will consider inner narration as they act out the tension and emotion as Ji-li speaks to her teacher, and then they will select specific text details to describe Ji-li's internal conflict.
Writing: Students will use evidence from the text, including inner narration, to develop their claim about Ji-li's internal conflict towards her teacher.

Students will read, reread, and annotate, and then answer multiple choice questions.

Reading: Students will act out the various emotions and tensions in one scene from Red Scarf Girl by breaking the scene into four sections, and then they will analyze Ji-li's feelings in each section by selecting, graphing, and comparing the specific text details that reveal her emotions.
Writing: Students will select and describe evidence about Du Hai's actions to analyze and explain how a different character is impacted by the Cultural Revolution.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "The Red Successors."

Students experiment with their writing by including additional, relevant details and by saying more about how those details develop their ideas.

Students highlight and annotate a passage from Red Scarf Girl and then answer short answer and multiple choice questions.

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Lesson Objectives
Reading: Students will reread a scene and select specific details and evidence from the text that helps them analyze and interpret how Ji-li felt about the da-zi-bao.
Writing: Students will write a summary of the tension between Ji-li’s and her classmates' attitudes towards the da-zi-bao, using some of the details they highlighted.

Students read and annotate, and then answer multiple choice questions.

Complete this assessment by 2:40 PM on November 6.

Lesson Objectives
Reading: Students will close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.
Writing: Students will develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Writing Da-Zi-Bao."

Complete all the activties for Unit 1 from Vocabulary from Latin and Greek Roots. We will have an assessment on these words on November 6, 2020. We will check our answers for the Unit 1 activities in class on November 5.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Destroy the Four Olds!"

Lesson Objective
Reading: Students will act out a scene to express their understanding of the characters' emotions and identify what they find confusing. Students will compare the passage to two media images of similar events, analyzing each media image to infer the intent and impact of the images and the passage.

In this Solo, students will read and annotate, and then answer multiple choice questions.

Lesson Objective
Reading: Students will act out a scene from Red Scarf Girl to examine how the writer uses detail to reveal emotion. They will then compare and contrast two passages from the scene, selecting concrete details from each passage to infer, discuss, and refine an understanding of the narrator's emotion at each point in the scene.

Lesson Objectives
Reading: Students will analyze a series of propaganda images, describing concrete details to support inferences about the intent of the images and to build an understanding of the setting and context for Red Scarf Girl.
Writing: Students will use concrete details from the opening passage of Red Scarf Girl to support a claim about the narrator's emotional tone.

In this Solo, students will read and annotate, and then answer multiple choice questions.